An Analytical Study of History Teacher Competencies for the Transmission of Cultural and Artistic Values of Architectural Heritage: A Case Study of Lintels in Angkorian Stone Sanctuaries in Thailand
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to study the learning goals of history students that affect the transmission of lintel values, and to analyze the competencies of history teachers in transmitting the values of ancient architectural art: a case study of lintel reliefs from Angkor-period stone sanctuaries in Thailand. The key informants comprised 210 students and 75 teachers, selected through quota sampling. The research instrument was a questionnaire validated by the Index of Item-Objective Congruence (IOC). Data were analyzed using the arithmetic mean (), standard deviation (S.D.), and the Modified Priority Needs Index (PNImodified). The results of the research were as follows: 1) The learning goals of students in history that affect the transmission of lintel values had an overall mean at a high level (
= 4.106, S.D. = 0.676). When considering each aspect, it was found that the attribute aspect had the highest mean at a high level (
= 4.259, S.D. = 0.748), and the lowest was the skill aspect, which still had a mean at a high level (
3.971, S.D. = 0.764). 2) The analysis of history teacher competencies for transmitting the values of ancient architectural art: a case study of lintel reliefs of Angkor-period stone sanctuaries in Thailand showed that the overall Modified Priority Needs Index (PNI(Modified) = 0.612). When considering each aspect, it was found that the development of professional networks had the highest priority needs index (PNI(Modified) = 0.698), followed by instructional design in history (PNI(Modified) = 0.684), followed by knowledge of curriculum and historical content (PNI(Modified) = 0.655), and the lowest priority needs index was historical consciousness (PNI(Modified) = 0.516).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions appearing in the Journal it is the responsibility of the author of the article, and does not constitute the view and responsibility of the editorial team.
References
Achille, C., & Fiorillo, F. (2022). Teaching and learning of cultural heritage: Engaging education, professional training, and experimental activities. Heritage, 5(3), 2565-2593. https://doi.org/10.3390/heritage5030134
Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian professional standards for teachers. AITSL.
Australian Curriculum, Assessment and Reporting Authority. (2021). F–10 humanities and social sciences: History. https://v8.australiancurriculum.edu.au/media/7143/hass_all_elements_f-10.pdf
Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371. https://doi.org/10.1111/j.1740-8784.2007.00082.x
Arias-Ferrer, L., & Egea-Vivancos, A. (2017). Thinking like an archaeologist: Raising awareness of cultural heritage through the use of archaeology and artefacts in education. Public Archaeology, 16(2), 90-109. https://doi.org/10.1080/14655187.2017.1479558
Best, J. W. (1981). Research in education (4th ed.). Prentice-Hall.
Bertram, C., & Wagner, W. (2017). History teaching and democratic citizenship. Educational Research for Social Change, 6(1), 1-15. https://doi.org/10.17159/2221-4070/2017/v6i1a1
Bourn, D. (2014). The theory and practice of development education: A pedagogy for global social justice. Routledge.
Chapman, W. (2016). The conservation of monumental archaeological sites in Southeast Asia: Management, planning and educational needs. NAJUA: Architecture, Design and Built Environment, 23, 245. https://so04.tci-thaijo.org/index.php/NAJUA-Arch/article/view/45113
Ciferri, A., & Soldi, A. (2021). Interdisciplinary education and authentic development. International Review of Education, 67, 533-549. https://doi.org/10.1007/s11159-020-09879-2
Corzo, M. A. (1995). The future of Asia’s past: Preservation of the architectural heritage of Asia. Getty Conservation Institute.
Council of Europe. (2018). Reference framework of competences for democratic culture. Council of Europe. https://rm.coe.int/prems-008518-gbr-2508-reference-framework-of-competences-vol-1-8573/16807bc66c
Council of Europe. (2022). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Council of Europe.
Demissie, T. E. (2019). Threats to cultural monument in Ethiopia: Based on evidences of causes and problems of some forgotten rock-cut churches. Journal of Heritage Management, 4(1), 85-102. https://doi.org/10.1177/2455929619866301
Department for Education. (2014). History programmes of study: Key stage 3 national curriculum in England. https://education-uk.org/documents/pdfs/2014-nc-framework-ks3-4.pdf
Ecker, A. (2017). Historical consciousness. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 75-91). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_4
Edin, A., Awang, M. M., & Ahmad, A. R. (2019). History teacher’s competencies and its contribution to practice of empathy and the thinking skills of high school students. Global Conferences Series: Social Sciences, Education and Humanities, 2, 534-540. https://doi.org/10.32698/GCS.01109
European Commission. (2013). Supporting teacher competence development for better learning outcomes. European Commission.
Gómez-Carrasco, C. J., Miralles-Martinez, P., Fontal, O., & Ibañez-Etxeberria, A. (2020). Cultural heritage and methodological approaches—an analysis through initial training of history teachers (Spain–England). Sustainability, 12(3), 933. https://doi.org/10.3390/su12030933
International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM). (2021). Heritage education and capacity building for sustainable development. ICCROM.
Kizilgol, T. Z., & Kasapoglu, K. (2024). Social studies teacher competencies in 2050: An e-Delphi study. European Journal of Futures Research, 12, Article 4. https://doi.org/10.1186/s40309-024-00227-3
Körber, A. (2015). Historical consciousness, historical competencies – and beyond? Some conceptual development within German history didactics. Deutsches Institut für Internationale Pädagogische Forschung (DIPF). DOI:10.13140/RG.2.1.1524.9529
Lertcharnrit, T., & Niyomsap, N. (2020). Heritage management, education, and community involvement in Thailand: A central Thai community case. Journal of Community Archaeology & Heritage, 7(4), 287-300. https://doi.org/10.1080/20518196.2020.1767378
Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. University of Toronto. https://historyhumanitiesacu2017.weebly.com/uploads/5/6/3/2/56328633/levesque_ch2_reading_.pdf
Lévesque, S., & Clark, P. (2018). Historical thinking: Definitions and educational applications. In S. A. Metzger & L. M. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 119–148). Wiley-Blackwell. https://doi.org/10.1002/9781119100812.ch5
Labadi, S. (2013). UNESCO, cultural heritage, and outstanding universal value: Value-based analyses of the World Heritage and Intangible Cultural Heritage Conventions. Routledge. https://books.google.com/books?id=25dJozlBBG8C
Masini, N., & Soldovieri, F. (2017). Cultural heritage sites and sustainable management strategies. Springer.
McCloskey, S. (2016). Education for social change: The global learning programme in the North of Ireland. Policy & Practice: A Development Education Review, 23, 139-161. https://www.developmenteducationreview.com/sites/default/files/Issue%2023.pdf
Mekonnen, H., Bires, Z., & Berhanu, K. (2022). Practices and challenges of cultural heritage conservation in historical and religious heritage sites: Evidence from North Shoa Zone, Amhara Region, Ethiopia. Heritage Science, 10(1), 1–17. https://doi.org/10.1186/S40494-022-00802-6
Michigan State Board of Education. (n.d.). Social studies teacher preparation standards (MG–HS). Michigan Department of Education. https://www.michigan.gov/mde/-/media/Project/Websites/mde/educator_services/prep/standards/social-studies-teacher-preparation-standards-MG-HS.pdf
Michon, D., & Kalay, Y. (2012). Virtual Sambor Prei Kuk: An interactive learning tool. Journal of Systemics, Cybernetics and Informatics, 10(3), 29-37. https://www.academia.edu/85169293/Virtual_Sambor_Prei_Kuk_An_Interactive_Learning_Tool
Moreira, A. I., Alves, L. A., & Duarte, P. (2022). Teaching (History) in the 21st century: New competencies with identical contents. Estudos Ibero-Americanos, 48(1), 1–16. https://revistaseletronicas.pucrs.br/iberoamericana/article/view/42928/27717
Nandan, M., & London, M. (2013). Interdisciplinary professional education: Training college students for collaborative social change. Education + Training, 55(8/9), 815–835. https://doi.org/10.1108/ET-06-2013-0078
Nhim, S. (2019). Cultural heritage education in Angkor: From academics in archaeology to the local community. Sophia Journal of Asian, African, and Middle Eastern Studies, (37). 031-047.
Nygren, T. (2011). UNESCO and council of Europe guidelines, and history education in Sweden, c.1960–20021. Education Inquiry, 2(1), 37–60. https://doi.org/10.3402/edui.v2i1.21961
National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K–12 civics, economics, geography, and history. NCSS. https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
OECD. (2019). OECD future of education and skills 2030: OECD learning compass 2030. OECD. https://www.oecd.org/en/data/tools/oecd-learning-compass-2030.html
Office of the Teacher Civil Service and Educational Personnel Commission. (2018). Southeast Asiateachers competency framework – CTCF. Office of the Teacher Civil Service and Educational Personnel Commission, Thailand.
Office of the Education Council. (2024). Seminar proceedings: History teaching in international contexts and contemporary Thailand. Office of the Education Council, Thailand.
Panofsky, E. (1955). Meaning in the visual arts. The University of Chicago Press.
Peleggi, M. (1994). National heritage and nationalist narrative in contemporary Thailand: An essay on culture and politics[Unpublished Master’s Thesis, Australian National University].
Pinto, H., & Ibáñez-Etxeberria, A. (2018). Constructing historical thinking and inclusive identities: Analysis of heritage education activities. History Education Research Journal, 15(2), 261-274. https://doi.org/10.18546/HERJ.15.2.13
Royal Thai Government Gazette. (2019). Teachers’ council regulations on professional standards (No. 4, B.E. 2562). Office of the Royal Thai Government Gazette.
Riabovol, L. (2017). The essence and structure of history and legal studies teacher’s competency: Analysis of Ukrainian and foreign scholars’ approaches. Comparative Professional Pedagogy, 7(3), 26-34. https://doi.org/10.1515/rpp-2017-0032
Sandu, I. (2022). Modern aspects regarding the conservation of cultural heritage artifacts. International Journal of Conservation Science (IJCS), 13(4), 1187-1208. https://ijcs.ro/public/IJCS-22-87_Sandu.pdf
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. http://dx.doi.org/10.3102/0013189X015002004
Tingsanchali, C. (2023). Devarupa: Hindu iconography from master sculptures in Indian art. What the Book.
Thomas, D. C., Elron, E., Stahl, G. K., Ekelund, B. Z., Ravlin, E. C., Cerdin, J.-L., Poelmans, S. A. Y., Brislin, R. W., Aycan, Z., & Van de Vijver, F. J. R. (2008). Cultural intelligence: Domain and assessment. International Journal of Cross Cultural Management, 8(2), 123-143. https://doi.org/10.1177/1470595808091787
Tunprawat, P. (2009). Managing living heritage sites in Mainland Southeast Asia. Damrong Journal of The Faculty of Archaeology Silpakorn University, 9(2), 1-29. https://so01.tci-thaijo.org/index.php/damrong/article/view/21873
UNESCO. (2015). Rethinking education: Towards a global common good?. UNESCO.
UNESCO. (2015). Global citizenship education: Topics and learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000232993
van Boxtel, C., & van Drie, J. (2018). Historical reasoning. In The Wiley International Handbook of History Teaching and Learning (eds S.A. Metzger and L.M. Harris). https://doi.org/10.1002/9781119100812.ch6
van Boxtel, C., Grever, M., & Klein, S. (2015). Heritage as a resource for enhancing and assessing historical thinking: reflections from the Netherlands. In Book: New directions in assessing historical thinking (pp. 40-50). Routledge.
Vella, C., Bocancea, E., Urban, T. M., Knodell, A. R., Tuttle, C. A., & Alcock, S. E. (2015). Looting and vandalism around a World Heritage Site: Documenting modern damage to archaeological heritage in Petra’s hinterland. Journal of Field Archaeology, 40(2), 221-235. https://doi.org/10.1179/0093469015Z.000000000119
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past (Critical perspectives on the past). Temple University.
Yıldırım, T., & Yazıcı, F. (2017). Preservice history and social studies teachers’ perceptions of outdoor history teaching. European Journal of Education Studies, 3(9), 150-162. https://doi.org/10.5281/zenodo.849005
Yarmatov, R. B. (2023). Development of the level of professional knowledge of future history teachers. Science and Innovation International Scientific Journal, 2(10), 161-164. https://doi.org/10.5281/zenodo.10003321
